3.3 Participants
Participants involved in this study were not only the students and the English lecturers but also the non-English lecturers and the authorities in the
research site. Their involvement was very useful because they could provide more constructive ideas to support the primary data taken from the students as well as
the English lecturers. The two English lecturers, 10 students, 10 non-English lecturers and five authorities in the research site were asked to be interviewed.
The students chosen in this investigation were those in the academic year 2002. They had the same opportunity to be selected provided that
they could provide information needed. Besides that, they were really the students taught by the two English lecturers. The non-English lecturers selected were
those who have been teaching for more than ten years and were willing to be interviewed as well as could give the information required. The five authorities
in the research site were the Chairman of the institution, the Deputy I, II, III, and the Head of Education Division.
3.4 Research Location
The study was conducted in one of tertiary institutions located at Jl. Ir. H. Juanda 367 Bandung. It is an educational institution not under the Department
of National Education but the Department of Social Affairs. It has been the pioneer of social work education in Indonesia established in 1964 as the organized
improvement of one and two year social welfare courses which had been run since 1957. Initially, the institution was conducting a Sarjana Muda Program
until 1970, and since 1971 it has organized a Sarjana Program until 1988. Based
upon Ministry of National Education policy, since 1989 it has been running a four year diploma.
The researcher has chosen this college for her research location because of at least two reasons. First, she teaches here so that she can find the data easily.
Second, hopefully that the implication of her conduct of study can provide improvement of the English teaching at the research site.
3.5 Research Design
This study represents a qualitative research design because it wants to describe the situations or events in a natural setting. This is in line with what Mc
Millan cited in Idarafni, 2003:18 states that qualitative research is carried out in natural setting. In this study, the focus is on the English teaching program
implemented in the research site. Regarding qualitative research, Cresswell 1998:15 states that qualitative
research is an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a social or human problem. The researcher builds
a complex, holistic picture, analyzes words, reports detailed views of informants, and conducts the study in a natural setting. Whereas Maxwell 1996:17
emphasizes, that qualitative researchers typically study a relatively small number of individuals or situations and preserve the individuality of each of these in their
analyses, rather than collecting data from large samples and aggregating the data across individuals or situations. Thus, they are able to understand how events,
actions, and meanings are shaped by the unique circumstances in which these occur.
Some qualitative research methodologists e.g., Lincoln Guba, 1985; Patton, 1990; Bogdan Bilked, 1992; Gleans Peshkin, 1992; in Mustafa, 2000
have identified several philosophical assumptions supporting qualitative research approach:
First, reality or knowledge is socially constructed. As reality or knowledge is a construction, there can be multiple realities in this world.
Second, since reality or knowledge is cognitively constructed in our minds, it is then inseparable from us, the researchers. In other words, we
cannot separate what we know from ourselves. This also means that we can only understand particular constructions symbolically, especially
through language. Third, all entities including human beings are always in a state of mutual, simultaneous shaping. It is therefore impossible to
clearly distinguish causes from effects. Fourth, since the researcher cannot be separated from the researched, it follows that inquiry is always value-
bound page 2.
By this study the researcher wants to obtain the factual and deep data about the teaching materials provided for the students, the methods used by the
lecturer, and the students’ need in the English teaching program in the research site. Accordingly, in order to ascertain information or data from various sources,
the researcher did observation, interview, administered some questionnaire, and analyzed the document.
This study used a case study, which according to Cresswell 1998:61 is an exploration of a bounded system or a case or multiple cases over time through
detailed, in-depth data collection involving multiple sources of information rich in context”. A bounded system, Cresswell further states, means that the investigated
case is limited by the period of time and place. The case can be a program, an event, an activity or individuals, like multiple programs or multi-site research,
or single program within-site. The multiple sources are obtained from observation, interview, audio-visual, document and reports. While “case context”
meant here involves situation where the case occurs, either physical setting, social,
history andor economy. The research focus can be on the case due to its uniqueness needs to be investigated or issues.
A case study is considered appropriate for this study because the researcher wants to obtain the information or data of the English teaching in
the research site especially in the academic year 2002 as deep as possible from the small samples through various sources.
3.6 Data Collection
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